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Lam, Lai-wah Melanie. "Student evaluation of teaching in Hong Kong secondary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963407.
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Lam, Lai-wah Melanie, and 林麗華. "Student evaluation of teaching in Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963407.
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White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.
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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.
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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1121.
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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.
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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Murray, Monica. "Barriers High School Teachers Encounter in Teaching Critical Thinking in Writing." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2746.
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In an urban high school in California, students are generally unskilled in critical writing. The problem has been associated with instructional barriers encountered by teachers. In this qualitative case study, English Language teachers provided their perceptions of such barriers and shared perspectives for solutions based in professional development. Grounded in the theories of Halpern, Saiz and Rivas, Weigle, and Harris and Graham, the conceptual framework emphasized instructional models that develop metacognition in writing, which can increase students' critical thinking. Selection criteria required participants who were English Language Arts teachers of writing critical thinking. Data from 4 participant interviews were coded, labeled, and collapsed into themes on the teachers' perceived barriers towards teaching critical thinking. Interview data were triangulated using field notes that revealed that limited teacher pedagogy, lack of student application, and an overall scarcity of school support prevented educators from teaching critical thinking in writing. The findings indicated a lack of an understanding from students, teachers, and administration of the instructional elements needed to develop successful critical thinking in writing. This study promotes positive social change by illuminating the instructional barriers by these 4 high school English Language Arts teachers. In addition, a professional development program, informed by the findings of this inquiry, will present teachers and administrators with strategies to increase critical thinking and writing. These coaching and mentoring strategies comprise a sustainable systemic program that will improve student critical thinking and writing.
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Tucker, Gail. "High-stakes testing and teacher burnout in public high school teachers." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/653.
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Demands associated with the No Child Left Behind Act of 2001 contribute to the risk of teacher burnout; however, the relationship between teacher burnout and specific teaching assignments is unclear. Accordingly, the purpose of this study was to investigate if burnout is greater for high-stakes subject area public high school teachers than for low-stakes subject area public high school teachers and to ascertain teachers' perceptions about difficulties associated with teaching a high-stakes subject area. The job demands-resources model and the multidimensional model of burnout provided the theoretical framework. The concurrent mixed methods design included quantitative tests of differences in burnout scores of 87 Maryland public high school teachers across high-stakes and low-stakes subject areas, and the qualitative research question documented perceptions. The Maslach Burnout Inventory---Educators Survey measured burnout, and although high-stakes teachers reported greater burnout, chi-square and independent sample t-test did not confirm statistically significant differences across subject area. Qualitative data underwent coding into emergent burnout-related themes that were reanalyzed and revised to explain teacher perceptions. Analysis of teacher responses yielded 5 domains that affected burnout: workload/time incompatibility, pressure on teachers for students to pass high-stakes tests, need for all stakeholders to take responsibility, diminished teacher autonomy, and lack of resources. Recommendations include addressing teacher workload and sharing educational responsibilities among all stakeholders. Because burnout is an organizational issue, positive social change is achievable if administrators promote positive coping strategies and include teachers in the change process necessary to achieve the goals of No Child Left Behind.
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Ray, Samuel L. "Evaluation of a High School Sheltered Instruction Observation Protocol (SIOP) Implementation." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/848.
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Many school systems across the USA have implemented sheltered instruction observation protocol (SIOP) strategies to help their English language learners (ELLs) master core content while they learn English. Most studies have reported positive results from using SIOP strategies with ELLs. Elementary and middle school studies were available, but studies of SIOP implementation in a comprehensive high school were lacking. This action research project was initiated by teacher leaders (department chairs) and the school principal. It included a year of combined SIOP training and implementation. After the first academic year of utilizing SIOP school-wide, an anonymous electronic survey was used to collect information on teacher implementation, the teachers' perceptions of students' success, and teacher plans for future use of the SIOP model.
This study was implemented in a comprehensive high school in the Rocky Mountain region. The research questions were: To what degree, do teachers having received in-service training in SIOP, report implementing the various components of the program in their daily instruction? After one school year of implementing the SIOP model, what are teachers' perceptions regarding the effectiveness of using the SIOP model with students? How does SIOP need (number of ELLs per class), class size, years of teaching experience, teaching subject, or prior English as a second language (ESL) training relate to a teacher's perception of SIOP effectiveness scale? Is the level of implementation related to the teacher's perceptions of effectiveness? Do teachers plan to use the SIOP model in the future?
Teachers reported a high degree of implementing SIOP strategies. They perceived the strategies improved student learning in most cases. There was no statistically significant relationship found between the degree of SIOP implementation and perceptions of the effectiveness of SIOP. Correlational analyses indicated that SIOP need (number or ELLS per class), class size, years of teaching experience, teaching subject, and prior ESL training did not affect the degree of implementation or perceptions of the effectiveness of the SIOP model in this comprehensive high school.
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Mitsuo, Sadayuki. "A JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/82910.
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CITE/Language Art<br>Ed.D.<br>The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another.
The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction).
The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching.
The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.<br>Temple University--Theses
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Losey, Raymond A. "An Evaluation of the Olweus Bullying Prevention Program’s Effectiveness in a High School Setting." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1250132432.
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Jones, Gretchen M. "The evaluation of Project SCORE: A life skills program for an inner city high school." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5158/.
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Project SCORE: Life Skills for Future Success, is a structured, 20-lesson curriculum, designed to help students develop academic and life skills, as well as self-responsibility, commitment, optimism, respect, and excellence. The curriculum was presented during 36, 90-minute class periods over the fall semester of the students' freshmen year. The purpose of this study was to determine the effectiveness of Project SCORE at improving grades, learning strategies, self esteem and coping skills with freshmen students at an inner-city high school. In order to evaluate the program, students completed paper-pencil surveys at the beginning and end of the semester in which they were enrolled in the Project SCORE class. In addition, teachers completed evaluations on their perceptions of each student's peer relationships, classroom behavior, mood, and activity level. All teachers and students involved in the course were asked to complete an evaluation to determine their level of satisfaction with the course and areas in need of improvement. Lastly, information pertaining to grades, discipline and standardized test scores were used to determine the impact of SCORE. Participants were 333 9th grade students at a large 4A high school in Texas. Findings suggest that SCORE had a positive effect on coping resources, study skills and grades during the semester students were enrolled in the course. Specifically, students reported significantly higher levels of school self concept and improved coping resources at the end of the semester long course. Lastly, students and teachers believed SCORE to be helpful in easing the transition into high school and at teaching the various life and study skills.
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Betts, Julia Nykeah. "Evaluation of a High School Science Fair Program for promoting Successful Inquiry-based Learning." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1986.
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The success of inquiry-based learning (IBL) in supporting science literacy can be challenged when students encounter obstacles in the absence of proper support. This research is intended to evaluate the effectiveness of an Oregon public school district's regional science fair coaching program in promoting inquiry skills and positive attitudes toward science in participating high school students. The purpose of this study was to better understand students' perception of program support, obstacles or barriers faced by students, and potential benefits of IBL facilitated by the science fair program. Data included responses to informal and semi-structured interviews, an anonymous survey, a Skills assessment of final project displays, and an in-depth case study on three students' experiences. Results suggest that the science fair program can properly engage participants in authentic IBL. However, when assessing the participant's final project displays, I found that previous fair experience did not significantly increase mean scores as identified by the official Oregon Department of Education (ODE) scoring guides. Based on results from the case study, it is suggested that participants' low science self-concept, poor understanding of inquiry skills, and inability to engage in reflective discourse may reduce students' abilities to truly benefit. Recommendations to address this discrepancy include identifying specific needs of students through a pre–fair survey to develop more targeted support, and providing new opportunities to develop skills associated with science-self concept, understanding of inquiry and reflective discourse. In addition, results suggest that students would benefit from more financial support in the form of grants, and more connections with knowledgeable mentors.
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Reid, Richard W. "In-school teacher training in high definition planning, teaching, and evaluation and the impact on higher order thinking skills at a selected school." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/2294.
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This study was conducted to investigate the extent to which teachers could be trained by a school administrator to conduct teaching following High Definition teaching strategies in order to increase the teaching of higher order thinking skills. High Definition teaching was expected to facilitate students' acquisition of higher order thinking skills by teachers explaining, asking questions and using answers along the lines of Bloom's Taxonomy (application, analysis, synthesis and evaluation) while covering text book knowledge, inferential concepts, students' experiences, previous lesson concepts, related subject concepts and test concepts. This study assumed that if the methods were successful, it would indicate that instructional administrators could conduct in-the-teaching process teacher development to improve the teaching of higher order thinking skills, thereby enhancing student performance on standardized tests.
In this study, the following variables were measured as the dependent variables: (1) higher order thinking skills (2) lesson planning skills and (3) knowledge about students. The independent variables were the experimental group in comparison to its baseline performance (pretest) and a control group with no treatment.
The design chosen for this study was an experimental design that involved both an experimental and a control group in a pretest-posttest data analysis. The control group was defined as the group of 14 teachers who were randomly selected from the faculty and assigned for no treatment. The experimental group was defined as the group of 15 teachers who were randomly selected from the faculty and assigned for treatment. The teachers in the pretest-posttest settings: (1) wrote their views about students as learners (2) had their lesson plans analyzed, (3) had their teaching videotaped for the purpose of comparison with their own pretreatment video, (4) had their teaching videotaped for the purpose of comparison with the control group and (5) wrote their views about students as learners after treatment.
An analysis of the videotape data indicates that training of teachers in High Definition planning, teaching and evaluation improved the number and types of higher order interactions occurring in the classroom with respect to some of the dimensions measured. An analysis of lesson plans indicated improvement by some teachers in their understanding of the strategies taught. An analysis of the questionnaire data with respect to each question indicates posttreatment changes in teaching values by the teachers.
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Baker-Lawrence, Anika Rae. "An Investigation into Instructional Support for Data Analysis in High School Science Inquiry." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1534.
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The implementation of scientific inquiry in the high school classroom has proven to be not only relevant and exploratory, but challenging and engaging as well. This style of curriculum design has been recognized as a primary means of achieving the goals and objectives set by the National Resource Council (NRC, 1996). While much research has shown that science inquiry helps students to gain understanding of content knowledge, little research has been conducted to assess gains in higher order thinking skills, specifically those related to data analysis (Anderson, 2002; Germann and Aram, 1996; Hofstein, Navon, Kipnis, and Mamlok-Naaman, 2005; Miner, Levy, and Century, 2009; Windschitl, Thompson, and Braaten, 2008; Zohar and Dori, 2003). Through a better understanding of the scientific inquiry process as well as insights into students' struggles with data analysis, we can better understand how to effectively implement strategies in the classroom that encourage the higher order thinking skill of data analysis. This mixed methods, multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland, Oregon metropolitan area and the data analyses that students produced in their accompanying work samples. The results of this study indicate that students struggle to produce proficient analysis and interpretations of data. The areas of student struggle were in the areas that required higher order thinking: analyzing results, drawing conclusions, and communicating results. Furthermore, this research discusses areas of data analysis instruction that may benefit from professional development opportunities.
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Hui, Yu-chun Lorena, and 許如珍. "Project-based learning in a Hong Kong secondary school: an evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3014386X.
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Teague, Barbara A. (Barbara Ann). "An Assessment of Arkansas Middle school/Junior High School Art Programs Using National Art Education Association Standards." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331828/.
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The purpose of the study was to make an assessment of Arkansas middle school/junior high art programs using National Art Education Association standards. Data were collected from questionnaires, curriculum guides, and school visitations. Participating in the study were 127 schools enrolling 53,502 students of which 14,755 (28%) were taking art classes. For comparisons, the state was divided into five regions.
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Walker, Sharon Lee. "Violence Prevention: Evaluation of an Adapted Curriculum." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2440/.
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The Prothrow-Stith violence prevention curriculum for high school students was adapted and presented to middle school students. An adaptation in materials, reading level and administration should not adversely effect the outcome of program participation, as the concepts that form the foundation of this curriculum are applicable to all ages.
The essential question addressed in this study is as follows: Is the adapted curriculum effective? The evaluation instrument used for both pretests and posttest showed three distinct sections that were composed of general knowledge statements; statements that indicated an attitudinal predisposition toward violence; and statements that indicated a behavioral predisposition toward violence. After factor analysis the general knowledge section showed three grouping factors: factual knowledge, murder knowledge and alcohol knowledge. Factor analysis of the attitude section yielded two factors: a positive attitudinal predisposition toward violence and a negative predisposition toward violence.
Seven hypotheses were tested. The analysis showed in a significant difference between the pretest and posttest for all respondents as an increase in factual knowledge; a decrease in negative attitude predisposition toward violence; and, a decrease in behavioral predisposition toward violence. There was a significant difference between the participating schools; there was no significant difference between the ages; and, results for females differed significantly from those for males.
The findings imply that the adaptation of the Prothrow-Stith high school violence prevention curriculum is effective with lower grades. Designers of violence prevention, problem solving, peace making, conflict resolution and other prevention programs could look to the results of this evaluation when considering the factors that influence general knowledge, attitude and behavior toward violence. Differences between the sexes indicate an opportunity to tailor interventions and prevention strategies that stress the positive aspects of resolving conflict with peaceful, non-aggressive approaches. More detailed examination of the age differences may yield information about the influences that strengthen the quality of resilience or that indicate shifts in attitude and behavior in younger children.
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Hoffenberg, Rebecca Sue. "An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.
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The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples.
Teacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined.
The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.
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Mills, Mary K. "Evaluation of a Remedial Educational Program at a Southern Suburban Middle School." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/985.
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No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth. During the 2007--2008 school year, 38% of eighth graders in one state failed the math portion of the Criterion Referenced Competency Test (CRCT). The purpose of this quasi-experimental, pretest-posttest control-group study was to determine if there was a significant difference in CRCT scores between at-risk eighth-grade math students receiving instruction in (a) the Remedial Education Program (REP) and in (b) the regular program. The theoretical base for this study included Piaget's concrete operational theory, constructivist theory, and behaviorist theory. In this causal-comparative experimental design, analysis of covariance was used to assess differences in eighth grade CRCT scores, controlling for seventh-grade test scores. Of the 50 students in this study, 25 received instruction in the REP model and 25 in the traditional model. Results indicated that the group that received the REP program instruction had significantly higher eighth-grade CRCT scores than the regular instruction group. Implications for positive social change include better understanding the most effective type of math instruction for at-risk students that can result in increased math achievement.
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Keys, Ashley N. "High School Teachers’ Perceived Self-Efficacy in Teaching Literacy across the Curriculum in Tennessee First Core Region 1 High Schools." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3110.
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At the high school level teachers are often departmentalized by their content area and do not teach subjects outside of their specialties. Common Core State Standards (CCSS) introduced literacy standards across the curriculum requiring reading and writing instruction in all courses. The adoption not only affected traditional literacy teachers but also science, math, social studies, and career and technical education teachers who may have had little or no training or experience in teaching literacy to adolescents. These teachers, because of little training or experience in teaching literacy, may feel unprepared for the CCSS literacy shifts or inadequate in delivering literacy instruction. This study was designed to explore teacher perceived self-efficacy after the implementation of new literacy standards in Tennessee. The purpose of this study was to evaluate high school teachers’ perceptions with regard to self-efficacy and literacy instruction across the curriculum. Data were collected through online, voluntary surveys using Likert scaling and one open-ended response question. The sample included Tennessee high school teachers from 3 counties in Tennessee First Core Region 1 high schools who had taught math, science, social studies, career and technical education, or ELA. This study found no significant difference based on self-efficacy and content area, level of teaching experience, or gender. There was also no significant difference based on literacy efficacy and level of teaching experience or gender. There was a significant difference based on literacy efficacy and content area. ELA teachers were more significantly confident in teaching literacy than nonELA teachers.
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Puente-Ervin, Leslie. "How High School Teachers Perceive the Quality of Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3063.
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New Jersey is 1 of 46 states to enroll in President Obama's Race-to-the-Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure law signed in 2012 by Governor Chris Christie. Such added pressures could impact teachers' attitudes toward their professional growth. The study was based on Mezirow and Knowles' theory of adult learning as well as social constructivism. Several questions guided this study, such as how can teachers' perceptions shape the current PD program in the featured high school and if the current shifts in educational reform affect their perception. A case study was used as the research design, and interviews were employed as the main method of gathering qualitative data. Subsequently, 7 educators in various content-specialties were interviewed. Once the interviews were analyzed, transcribed, and coded, 5 significant themes emerged: (a) organized and relevant training, (b) in-class support, (c) continuity and constructive feedback, (d) accountability of transference, and (e) a culture of respectful collaboration and partnership. The implications for social change for this project would be that an effective PD program at the high school might improve the high school teachers' attitudes toward their own professional growth. Improved attitudes might motivate teachers to apply new knowledge, which will increase student performance, faculty morale, and community & family relations.
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Kawano, Madoka. "An analysis of cultural contents of high school English textbooks in Japan." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26851.
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This study was conducted for the following two purposes: 1) to create and test a process by which cultural information in English textbooks in Japan can be analyzed, and 2) to examine what and how much information about foreign culture is taught in English classes in Japan.
First, a process was developed from Joiner's evaluation form to gauge the cultural content of EFL textbooks. Action was taken to ensure that the process included both qualitative and quantitative steps. Second, the process entailed an analysis of the cultural content of 10 senior high school English textbooks published in Japan.
The process was found to be functional and the analysis revealed that the textbooks were inadequate for the purpose of raising students' cultural awareness. The results of this study may be utilized not only for the improvement of textbooks, but also for future studies which might examine junior high school and college English textbooks.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Adams, Taiesha Marie. "Evaluation of the State of Georgia's School Instructional Extension Program (SIEP) at One Middle School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/99.
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This study examined the implementation of the State of Georgia's School Instructional Extension Program (SIEP) at one middle school in a rural school district. SIEP was adopted in this district in an effort to improve outcomes for students who demonstrate deficiencies in core-academic subjects. For the past 2 years, SIEP has been used at this study site to address low academic performance in the area of mathematics. However, to date, school leaders have not developed a system to evaluate the efficacy of the program. The purpose of this project study was to conduct a comprehensive program evaluation that addressed the program's strengths and weaknesses in terms of student achievement. Bandura's self-efficacy theory was used as a theoretical framework. The formative component of the evaluation used a concurrent, mixed-methods design to analyze data from program stakeholders through student surveys (n = 36), teacher surveys (n = 8), and a teacher focus group (n = 5). The summative component used 2 years' scores for the mathematics Georgia Criterion-Referenced Competency Test (GCRCT) to conduct 2-way ANOVAs that compared the SIEP students' mean gains scores to the mean gains score of low-performing students who qualified for SIEP but did not participate in the program. Summative findings indicated that the program did not significantly impact students' mathematics GCRCT gains scores. Moreover, formative data revealed suggestions for the program's insignificant impact including lack of teacher preparation time and program schedule time. Implications for positive social change that should follow program reform include: (a) improving student achievement in mathematics, (b) making evidence-based decisions regarding best practices for teachers, and (c) using data to implement effective academic programs.
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.
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Silva, Andrea Moreira da. "Geografia no ensino médio: práticas de avaliação em escolas estaduais de Juiz de Fora -MG." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/3805.
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Previous issue date: 2016-10-07<br>Esta pesquisa objetivou compreender os saberes produzidos pelos professores de Geografia e as concepções sobre avaliação da aprendizagem apresentadas pelos professores e professoras de Geografia do Ensino Médio das escolas públicas de Juiz de Fora (MG). O interesse por esta pesquisa justifica-se, de modo específico, em decorrência do fato de o campo da Geografia Escolar apresentar carências de estudos acerca das relações entre as práticas avaliativas escolares e os saberes docentes. Acreditamos que esta pesquisa sobre saberes docentes é essencial e vem contribuir para que os professores reconheçam com maior clareza os diversos saberes da docência, melhorando, assim, a maneira como atuam na escola e, consequentemente, na sala de aula. Optamos por uma abordagem qualitativa para o levantamento dos dados, uma vez que, para o desenvolvimento desta pesquisa, foi necessária uma aproximação direta do pesquisador com o ambiente próprio, a escola, e com os sujeitos investigados, os professores. Através de entrevistas semiestruturadas, registraram-se os dados desta pesquisa, que foram classificados e analisados através de 12 categorias: 1) Avaliação para auferir resultados; 2) Avaliação como processo contínuo; 3) Avaliação como autoavaliação e reorientação da prática pedagógica; 4) Avaliação como norma institucional; 5) Avaliação para promoção de um ano de escolaridade para outro; 6) Avaliação coercitiva; 7) Avaliação preparatória para o vestibular; 8) Avaliação dissertativa; 9) Avaliação como forma de adquirir responsabilidade (hábito de estudo); 10) Averiguação de competências e habilidades; 11) Avaliação objetiva para facilitar correção; 12) Avaliação da participação/comportamento/empenho do aluno. Utilizamos como referencial teórico conceitos e análises sobre a temática avaliação da aprendizagem escolar desenvolvidos pelos seguintes estudiosos: Regina Cazaux Haydt, Jussara Hoffmann, Maria Tereza Esteban, Cipriano C. Luckesi, José Carlos Libâneo e Philippe Perrenoud. Por meio do diálogo entre esses autores e os dados apresentados pelos docentes do terceiro ano do Ensino Médio de escolas públicas de Juiz de Fora, nas entrevistas, constatamos a presença de uma cultura escolar própria que, em muitas situações, diverge das concepções teóricas dos estudiosos sobre avaliação da aprendizagem escolar. Embora alguns docentes tangenciem a concepção formativa, em outras situações revelam praticar uma avaliação classificatória.<br>This research intended to comprehend the knowledges produced by Geography teachers also the conceptions of learning evaluation presented by public High School Geography teachers of Juiz de Fora (MG). The interest in this research is justified, in a specific way, due to the fact of the Geography Educational field bring up a lack of studies about the relations between the school assessment practices and the teaching knowledge. We believe this research about teaching knowledge is essential besides can contribute for the teachers recognize more clearly the various teaching knowledge, improving, therefore, the way how they act in the school, hence, in the classroom. We choose a qualitative approach to gather data for the development of this research, once a direct approach of the researcher was required with the own environment, the school, and the studied subjects, the teachers. Through semi-structured interviews, the data from this survey were registered, which were labeled and analyzed by 12 categories: 1) Evaluation to reap results; 2) Evaluation as a continuous process; 3) Evaluation as self-assessment and reorientation of the pedagogical practice; 4) Evaluation as an institucional norm; 5) Evaluation for promotion of one year schooling to another; 6) Coercive evaluation; 7) Preparatory evaluation for college entrance; 8) Assessment test; 9) Evaluation as a way to acquaire resposibility (study habit); 10) Investigative and abilities skills; 11) Objective evaluation to facilitate correction; 12) Evaluation of participation/ behavior/ commitment of the student. We used as a theoretical concepts and analysis on the thematic evaluation of school learning developed by the following scholars: Regina Cazaux Haydt, Jussara Hoffmann, Maria Tereza Esteban, Cipriano C. Luckesi, José Carlos Libâneo e Philippe Perrenoud. Through dialog between these authors and the data presented by the teachers of the third year of public High Schools in Juiz de Fora, in interviews, we found the presence of its own educational culture that in many situations differs from the theoretical conceptions of scholars on evaluation of school learning. Althoguh some teachers show a formative conception, in other situation they practice a classificatory evaluation.
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Dyer, Brian Jay. "How Does Student Understanding of a Concept Change Throughout a Unit of Instruction? Support Toward the Theory of Learning Progressions." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1528.
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This study documented the changes in understanding a class of eighth grade high school-level biology students experienced through a biology unit introducing genetics. Learning profiles for 55 students were created using concept maps and interviews as qualitative and quantitative instruments. The study provides additional support to the theory of learning progressions called for by experts in the field. The students' learning profiles were assessed to determine the alignment with a researcher-developed learning profile. The researcher-developed learning profile incorporated the learning progressions published in the Next Generation Science Standards, as well as current research in learning progressions for 5-10th grade students studying genetics. Students were found to obtain understanding of the content in a manner that was nonlinear, even circuitous. This opposes the prevailing interpretation of learning progressions, that knowledge is ascertained in escalating levels of complexity. Learning progressions have implications in teaching sequence, assessment, education research, and policy. Tracking student understanding of other populations of students would augment the body of research and enhance generalizability.
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Chevalier, Jon. "Teachers' Perception of Handheld Response Systems as a Tool for Formative Assessment in High School Classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/952.
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While research supports that formative assessment can improve student learning, it is rarely used and difficult to implement. The purpose of this qualitative case study was to investigate the use of student handheld response systems (SRS) as a tool for formative assessment in high school classes as well as teachers' attitudes towards this emerging technology. Self-efficacy and motivation theories provide the theoretical framework for this study. To explore this phenomenon, data were collected via an online interview from high school teachers (n=11) and were analyzed using inductive coding. Three themes emerged from this analysis and served as a basis for a professional development plan that school districts may use to incorporate formative assessment via SRS into their curriculums. These themes included strong teacher and student satisfaction, improved formative assessment, and improved pace of instruction. This project study will contribute to the existing literature on formative assessment and student response systems. Additionally, it will also initiate social change by giving school districts a framework for how to implement the broader use of these devices in classrooms and may impact how these teachers use assessment. Shifting the focus of classroom assessment from simply measuring student learning to improving instruction can in turn increase student learning.
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Watt, Tsui-shan, and 屈翠珊. "An evaluation of an "Accelerated English Program"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963547.
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Pierce, Greg L. "A PILOT STUDY EXAMINING HIGH SCHOOL PHYSICAL EDUCATION TEACHERS' UNDERSTANDING AND USE OF MOSSTON'S STYLE (S) OF TEACHING." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/424.
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The purpose of this project was to develop a questionnaire that could lend insight to physical educations teachers’ perceptions and use of Mosston's Teaching Styles. The researcher designed a pilot study in which he distributed the questionnaire to six teachers from three Santa Barbara District High Schools. Results show that the six teachers were familiar with all Mosston’s Styles. However, citing circumstances such as class time and class sizes, the participants in this study did not use all of Mosston’s Styles. These results may be useful for physical education teacher educators to help them understand teachers’ knowledge of Mosston’s Styles, and what they can do to help teachers by giving them strategies to help use different teaching styles, despite reasons such as limited time and large class sizes.
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鄒國新 and Kwok-sun Chau. "Formative evaluation on a self-developed CAL application in chemistry." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256168.
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Hobson, Beverly Ann. "Teacher Perceptions of Evaluation as an Agent for Teacher Growth and Improvement of Instruction." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1221.
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The purpose of this study was to measure the perceptions of teachers regarding their most recent evaluation experience and to determine whether teachers perceive any significant relationships between attributes of teacher evaluation and its quality and impact on teacher growth. The study also considered whether there are significant differences between elementary and secondary teachers, as well as between classroom and nonclassroom teachers, in their perceptions of evaluation.
The suburban school district in this study serves approximately 22,000 students. The subjects included 402 elementary and secondary teachers who were randomly selected from 1,081 permanent teachers.
The Teacher Evaluation Profile (TEP) instrument was used to measure teachers' perceptions of their most recent evaluation experience. The 44 items on the questionnaire were examined based on the following five categories of evaluation: (a) teacher attributes; (b) evaluator attributes; (c) evaluation procedures; (d) evaluation feedback; and (e) evaluation context. A total of 284 respondents, or 71 percent of the teachers surveyed, returned a completed questionnaire.
Data were reported in terms of frequency distributions, means, and standard deviations. Data analysis consisted of correlational analyses and an analysis of variance.
The results of this study suggested that teachers judge the quality of their evaluation based on the attributes of the person who evaluates them and the feedback they receive. The quality of evaluation appears to be determined by the following attributes of effective feedback: the merit of the ideas and suggestions contained in the feedback, the depth of information provided, the specificity of information provided, and the amount of information received. Teachers appreciate an evaluator who gives useful suggestions for improvement, has a persuasive rationale for suggestions, and is a credible source of feedback.
None of the attributes on the TEP had a significant relationship to the overall impact of evaluation on teacher growth. The results indicated that significant differences exist between elementary and secondary teachers, as well as between classroom and nonclassroom teachers, in their perceptions of evaluation.
Recommendations were made for establishing a teacher evaluation system that is supportive of professional growth.
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Ferry, James Paul. "A mixed-methods investigation of heterogeneously grouped inclusion students at southeast high school." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/442.
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Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using 3 t tests. Data were also collected via interviews with 13 participants, including current and former teachers and several former students to determine the perceptions of those involved with the change. Findings from the quantitative analysis showed a significant difference in EOCT scores, demonstrating an improvement for the heterogeneous inclusion students, but not on course passing or graduation rates. The qualitative data were open coded and thematically analyzed and 6 themes emerged on how the heterogeneously-grouped classes benefitted inclusion students. Based on these findings, a 3 day professional development program for teachers was developed to assist local faculty in the construction of project-based and differentiated learning environments. This study contributes to social change by affecting the academic placement and academic success of inclusion students. Inclusion students' increased test scores could lead to increased passing rates, which could result in increased graduation rates.
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Tannenbaum, Joan. "The effects of teacher training in Madeline Hunter's instructional effectiveness model on teacher performance and selected student variables on the secondary school level." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/76171.
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The search for instructional methodologies which maximize student achievement has been of central concern to educators for many years. Intensified by the recent focus on staff development and school reform initiatives, this search has begun to produce models for school improvement. The majority of the research studies on these models have centered on the academic achievement of inner-city elementary school students in reading and math. One effort to operationalize the research findings has been the instructional model developed by Dr. Madeline Hunter. The few research studies which have been done on her model focus on the effects of teacher training on teacher performance at the elementary level and on student achievement in reading and mathematics. Claims about the effectiveness of teacher training at the secondary level across a wide variety of subject areas and on selected student variables have not been thoroughly substantiated. It was the purpose of this study to determine if the Instructional Effectiveness Model of Madeline Hunter could be applied at the secondary level and to determine what effects the training would have on teacher performance and on selected student variables.
This study was conducted employing 14 secondary school teachers, seven in the experimental group and seven in the control group. one class from each teacher's schedule was videotaped prior to and after training. Using the Instructional Skills Observation Instrument each videotape was scored by outside observers. Teachers in the experimental group were also presented with four questionnaires which were used to determine the teacher's perceptions of the content and process of the training sessions. Students in each class (N= 245) were measured in regard to class attendance, number of class discipline referrals, class grade point average, class attitude, and class achievement. In addition, four students from each teacher's class (56 students in total) were interviewed to determine their opinion of how the training affected them.
The information obtained from the classroom observations, teacher questionnaires and student interviews was supplemented by ethnographic data.
The findings indicated that the teachers in the experimental group did not teach differently than teachers in the control group. The findings also indicated that the selected secondary students of teachers in the experimental group did not differ from selected secondary students of teachers in the control group in overall class attendance, class grade point average, class attitude, and class achievement. There was a significant difference in overall number of class discipline referrals by sex. The correlation between the teacher's performance score as measured on the ISOI and their mean class score on each of the student variables was not significant. The findings from the ethnographic data corroborated the quantitative findings.<br>Ed. D.
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Yeary, David Lee. "A Case Study of Middle School Teachers' Preparations for High-Stakes Assessments." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4263.
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Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English language arts with very little information about what should be done to best prepare students to perform well. Danielson's work on instructional leaders, Webb's work on alignment of standards and assessments, and Tankersley's research on alignment of instruction and assessment provided the frameworks for the study. The participants were 6 teachers and 2 administrators at a local rural middle school who either taught English language arts or supervised those teachers before the first administrations of the new test. The research questions were designed to gather through interviews, local educators' descriptions of their test preparation methods, activities, the information and training provided to them prior to the new tests, and their views about what was needed to better prepare students. Interview data were coded and analyzed for common themes. Findings were that participants felt they had limited prior information about the tests, that their previous instructional methods were ineffective, and that local teachers needed training in order to design and implement effective reading instruction aligned with test objectives to better prepare students for more rigorous academic tasks. This study and the resulting professional development project for teachers have the potential to affect positive social change at the local level by helping teachers improve literacy instruction aligned with standards and assessments. Consequently, students will be better prepared to access the increased rigor of the standards and the assessments.
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Montgomery, Richard Thomas II. "An Investigation of High School Teachers’ Epistemic Beliefs in an Urban District." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1408662790.
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Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.
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The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.
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McWhorter, Holly. "Facilitating high school student success through READ 180: Analysis of program impact using measures of academic progress (MAP)." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/701.
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In response to its failure to meet state mandated proficiency standards in reading and mathematics over the past three years, a rural, Title I high school (LS) in South Carolina purchased and implemented the commercially available literacy program READ 180 (R180) for the 2008-2009 academic year. While previous research reported by Scholastic, Incorporated (R180) had provided support for the use of R180 in improving literacy, these studies have been criticized recently for their lack of comparable control groups, experimenter bias and lack of data from other content areas such as mathematics. The purpose of this study was to determine the relative effectiveness of R180 in improving reading and math performance when compared with traditional high school English course instruction in a group of ninth grade students at LS. The theoretical framework for this study was based on Vygotsky's cognitive developmental theory which emphasizes the role of language in learning in all content areas. A group of below average reading ability students was assigned by LS to the R180 instructional class while a second group of average ability students was assigned to the traditional English course (TRAD). Both groups were pre and post tested in reading and math using the state-sponsored Measures of Academic Progress (MAP) standardized achievement test. Dependent samples t-tests and Analysis of Covariance were used to analyze the data. The results indicated statistically significant improvements in both math and reading scores for the TRAD group but not for the R180 group. This study has implications for positive social change in the form of independent, empirically-based data to both inform the administration of LS in future decision making regarding funding for the very costly R180 program as well as contributing to the overall database on R180's effectiveness.
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Siamoo, Peter N. "Developing the Instructional Leadership Skills of High School Principals in Tanzania: A Problem-Based Learning Approach." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/984.
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Underachievement among secondary students in Tanzania is tragic: the failure rate on the national exams after the fourth year is between 65 to 100 percent (Mushi, 2011). The literature affirms that student learning is primarily improved by enhancing quality classroom instruction while the second most impactful strategy is consistent school leadership to ensure that effective practices are utilized in the classroom (Blase & Blase, 2004; Chenoweth & Everhart, 2002; Fink & Markholt, 2011; Leithwood, Louis, Anderson, & Wahlstrom, 2004; Leithwood, Harris, & Strauss, 2010; Marzano, Waters, & McNulty, 2005). Despite the research, the researcher's pilot study revealed that there is currently little or no oversight of classroom instruction in most Tanzanian secondary schools. This paradox yielded two research questions: 1. Can Tanzanian schools leaders improve the quality of classroom instruction in order to enhance student learning and performance by employing systematic, fair, and culturally relevant teacher evaluation techniques? 2. Are the teacher evaluation tools developed for American school systems suitable to serve the Tanzanian school system or must they be adapted into the Tanzanian cultural context?
Using a Problem-Based Learning [PBL] method, the researcher field-tested and refined The Curriculum for Training Secondary School Leaders, and a workshop in which it was taught. The workshop and its curriculum provided instruction in Evaluation and Supervision of Classroom Instruction (ESCI) to Tanzanian Head Masters and Mistresses (HMs), or as commonly referred to as principals in America, in an effort to develop their pedagogical leadership skills. During the workshop, HMs refined the American-designed evaluation tools to make them culturally relevant to a Tanzanian context. After attending the six-day intensive ESCI workshop, participants indicated in surveys that they felt capable of providing support and coaching to their teachers and capable of assisting teachers in their efforts to improve their pedagogical skills. The researcher provided additional workshops for teachers and HMs at their school sites to support educators in the implementation of ESCI. Qualitative research demonstrated teachers also had favorable post-workshop reactions to ESCI. Though the implementation of the product and training will be further assessed in 2014, the initial qualitative results from post-workshop surveys strongly confirmed that HMs developed confidence, skill, and competence in employing ESCI, thus increasing the likelihood that HMs would employ ESCI in their own schools in the year to come.
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Vogler, Jessica L. "Development of an instrument to measure the tobacco control advocacy knowledge of youth." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1295145.
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The problem of this study was to develop a valid and reliable instrument to assess the tobacco control advocacy knowledge level of high school students enrolled in the Busting Big Tobacco (BBT) program. The steps taken to examine this problem include: created a table of specifications, created the initial instrument, selected a jury of experts, a qualitative assessment by jurors, created the revised instrument, a quantitative review by jurors, revised the instrument, conducted a modified pilot test of the instrument using university students, and created the final 23 item instrument.The final instrument was administered to a group of Missouri high school students on two separate occasions a week apart. Out of the total 77 students that participated, 28 instruments were matched for data analysis. Two instrument items fell below a significant content validity ratio of .62. The mean item difficulty for the first and second administration of the final instrument was .53 and .49 respectively. The test-retest reliability was .6756 and the internal consistency reliability. 5696 for the first administration and .4815 for the second. Recommendations included: improving the confidentiality code, restructuring items into subscales, and give to BBT participants.<br>Department of Physiology and Health Science
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Broughton, Beverly Arlene. "An evaluation of a curriculum response to the State of Florida mandate for computer literacy at a large comprehensive high school in Dade County, Florida." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1815.
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Minimum Student Performance Standards in Computer Literacy and Science were passed by the Florida Legislature through the Educational Reform Act of 1983. This act mandated that all Florida high school graduates receive training in computer literacy. Schools and school systems were charged with the task of determining the best methods to deliver this instruction to their students.
The scope of this study is to evaluate one school's response to the state of Florida's computer literacy mandate. The study was conducted at Miami Palmetto Senior High School, located in Dade County, Florida. The administration of Miami Palmetto Senior High School chose to develop and implement a new program to comply with the state mandate - integrating computer literacy into the existing biology curriculum.
The study evaluated the curriculum to determine if computer literacy could be integrated successfully and meet both the biology and computer literacy objectives. The findings in this study showed that there were no significant differences between biology scores of the students taking the integrated curriculum and those taking a traditional curriculum of biology.
Student in the integrated curriculum not only met the biology objectives as well as those in the traditional curriculum, they also successfully completed the intended objectives for computer literacy. Two sets of objectives were successfully completed in the integrated classes in the same amount of time used to complete one set of objectives in the traditional biology classes. Therefore, integrated curriculum was the more efficient means of meeting the intended objectives of both biology and computer literacy.
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Winiger, Jill. "High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2470.
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The purpose of this study was to investigate the perceptions of administrators, guidance counselors, and classroom teachers in the high schools of Northeast Tennessee regarding their schools’ academics, climate, culture, parent engagement, and their English Language Learners’ school experiences. The researcher sought to ascertain if significant differences exist between the perceptions of different groups of educational professionals in the school, with those groups to include school administrators, guidance counselors, and classroom teachers. Data were analyzed from 50 survey questions with 42 of those questions measured on a 5-point Likert scale, 5 questions as multiple choice, and 3 questions as open-ended. Data were collected through an online survey program, Survey Monkey. The survey was distributed to 12 school districts consisting of 39 high schools. There was a 23% response rate among administrators, a 29% response rate among counselors, and a nearly 10% response rate among teachers. There were no significant variations of the participants’ perceptions of their schools’ conduciveness to ELLs’ success with regard to classroom practice, student resilience, school climate, school culture, and the strength of home and school partnership.
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Bancroft, Susan Anne. "Violence prevention: Teaching peace, tolerance, caring, and the value of all life to the eighth grade language arts student." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1290.
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Corbett, Douglas M. "Effects on 8th Grade Advanced Placement English Class High-Stakes Test Achievement Using Extended Time Blocks." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/920.
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Student performance on high-stakes tests continues to be an important issue for school administrators. This quasi-experimental, quantitative study investigated the relationship between the amount of time 8th grade students spent in advanced placement English classes using an extended block schedule and their achievement on language arts sections of the New Jersey Assessment of Skills and Knowledge (NJASK) high-stakes tests. The study was based on Carroll's theory relating instructional time and student learning. The guiding research questions investigated if extended time blocks in advanced placement English would improve student achievement scores on the language arts sections of NJASK tests. The study compared NJASK mean scores between two groups of English middle school students. One group received 90 minutes of English instruction time using an extended block schedule and the other group remained in a traditional 45-minute English period. A nonequivalent, pretest--posttest design was used to investigate the research questions. NJASK scores were collected from a public middle school from 2007-2008 through 2009-2010. Frequency distributions, descriptive statistics and ANOVA tests were used to analyze the data. Results indicated that there was a statistically significant difference between the extended block and traditional groups' NJASK results from 7th to 8th grade. Further studies should explore the effects of extended blocks on high-stakes test achievement for 8th grade students in English classes that are not considered advanced placement levels. The findings of this study have positive social change implications on the way school administrators can use traditional or block schedule types to maximize student achievement on future high-stakes tests.
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Sin, Man-fai, and 冼文輝. "An evaluation of the effectiveness of a school-based Chinese extensive reading curriculum for junior secondary students =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38310569.
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Story, Virginia. "The Correlation Between the ACT, Inc. EXPLORE Test and Student Success in High School Advanced and Advanced Placement Mathematics Courses." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3584.
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The purpose of this study was to compare the relationship between the mathematics portion of the EXPLORE test with students successes in advanced and Advanced Placement(AP) mathematics courses in high school. The data was collected from a rural Tennessee school system consisting of five years of data among graduated seniors. Analysis was completed to determine the difference between the two county high schools in advanced coursework. The findings of this study concluded a positive correlation between EXPLORE scores and the frequency of students who took advanced mathematics courses. Positive correlation between EXPLORE scores and student successes in advanced courses was also concluded. Two-sample t-test showed the school with the less frequency had a higher mean of successes in advanced mathematics. This school system consistently scored above the national average in the mathematics portion of the EXPLORE test. Ultimately, standardized test results can prove to be a means for guiding students toward challenging mathematics courses.
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Fuller, Roger Jason. "Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1285863435.
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Lu, Vivian Yann-Ling. "The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5171.
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The English textbooks evaluated are used to prepare students for the competitive high school entrance examinations in Taiwan, thus students spend a great deal of time studying them. Though the textbooks were stated to be designed for language and cultural learning purposes, it seems no study exists that examines to what degree there is clear articulation between the government's stated culture learning goal and actual textbook content. Therefore, this study examines to what degree the textbooks allow students to reach said goal, that is, "to increase culture awareness of the societies and cultures of foreign countries and our own" (Junior High English Language Curriculum 1985, p.l). This study intends to answer five major questions: (1) what is the scope of the cultures presented?; (2) what sub-cultures represent Chinese and foreign cultures?; (3) what is the nature of inter and intracultural interactions between characters?; ( 4) what level( s) of culture do the textbooks deal with?; (5) how is the socio-cultural information presented? Hernandez's dissertation (1986) was followed in developing this study: the coding system was developed to correspond to the five questions above, and content analysis was the study method used. Data was gathered from two textbooks. Research revealed that the textbooks did not reflect the stated cultural study goal. The textbooks provided a narrow spectrum of socio-cultural elements, presenting the American culture as the only representative of foreign cultures. Both American and Chinese socio-cultural elements were portrayed on the surface level. Little interaction existed between Chinese and American cultures, with relationships confined to primarily acquaintances, and the issues discussed limited to daily life and trivial issues. The readings emphasized surface level culture with few attempts at linking more overt behavioral and cultural features. Most of the readings discussed information from a historical view, and the post-reading questions presented in the textbooks focused on a factual nature.
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Saam, Susan. "How the Shift in the Tennessee State Mathematics Standards Has Influenced the Basic Skills of Incoming High School Freshmen." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3552.
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Students entering the high school mathematics classroom are not prepared to learn Algebra 1. In this study, four years of basic skill math data was collected from students on their first full day of high school after summer break. The study shows how much basic math they knew and analyzes the incorrect responses on a Basic Skills Test developed by the researcher. This analysis attempts to discover how the students were processing the math on the test. The study also looks at the shift of the standards over the past ten years in the State of Tennessee. This study answers the question of whether or not this shift has enabled students to know more basic math.
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Luchembe, Musonda. "The efficacy of teaching practice implemented by the University of Zambia." Thesis, 2020. http://hdl.handle.net/10500/26847.
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Abstract in English, Zulu and Venda<br>For many years, the process of training a teacher has been extensively studied and debated in the scientific and academic community worldwide. However, the literature reviewed for the study revealed that few studies have been conducted on teaching practice in Zambia. The aim of this study was to determine the efficacy of the teaching practice programme of the University of Zambia, to identify its challenges and to propose improvements. This study was therefore guided by the following main research question: How effective is teaching practice conducted by the University of Zambia for the preparation of teachers to teach in secondary schools in Zambia?
The study is informed by the third generation activity theory perspective. It is situated in the qualitative approach and the underlying epistemology is interpretive. The sample population was purposively selected and comprised the „triad‟: 8 teacher educators, 24 student teachers, and 10 supervising teachers. Data were collected from interviews, focus groups and lesson evaluation forms. The data from the interviews and focus groups were analysed thematically, while the data from lesson evaluation forms were analysed using the content analysis method. To present and analyse the participants‟ views, key themes were identified, which included the lack of clarity and consensus on the role of supervising teachers in teaching practice, and that the implementation of teaching practice is beset with many challenges.
The study established that the short period for the implementation of teaching practice was a critical challenge to providing quality training to student teachers. Inadequate funds for teaching and learning materials and a lack of clarity and consensus on the role of supervising teachers in teaching practice were among the challenges. Most of the study‟s findings are consistent with earlier studies. One such finding was that student teachers demonstrated mastery of subject matter but had inadequate knowledge and skills in teaching methodology. Based on the evidence collected and analysed, the researcher established that the teaching practice implemented by the University of Zambia in schools is ineffective. Therefore, this study ends with recommendations to make the implementation of teaching practice by the University of Zambia in schools effective. One of the recommendations is that the School of Education should be separated from other faculties so that more time can be devoted to training and actual teaching practice in schools.<br>Iminyaka eminingi, inqubo yoqeqesho lothisha sekucwaningwe ngayo kanye nokuxoxisana ngayo ngososayense kanye nama-akhademiki kuwo wonke umhlaba. Imibhalo ebuyekeziwe ngocwaningo lwamanje, kodwa iveze ukuthi, bambalwa abacwaningi abaphenyisise ngezinqubo zokufundisa eZambia. Ucwaningo lwamanje belufuna ukubheka ukusebenza kohlelo lwenqubo yokufundisa, okwenziwa eYunivesithi yaseZambia, ngenhloso yokubona izinselele kanye nokuphakamisa izindlela zokuthuthukisa. Lo msebenzi ubuholelwa ngumbuzo wocwaningo olandelayo: Ngabe isebenza kanjani inqubo yokufundisa eyenziwa yiYunivesithi yeZambia, ukulungiselela othisha ukufundisa kwizikole zamasekondari eZambia?
Ngokuholelwa yi-third-generation activity theory perspective, ucwaningo lusebenzise inqubo ye-qualitative kanye ne-interpretive ngaphansi kohlelo lwe-epistemology. Abantu okuthathwe kubo isampuli, ehlelwe ngenhloso ibiqukethe i-'triad' yabafundisi bothisha, izitshudeni ezifundela ukufundisa kanye nothisha abasuphavayisayo. Kuqoqwe idata (ulwazi) ngokusebenzisa ama-interview, ama-focus group kanye namafomu okuhlola izifundo, ngemuva kwalokho idata etholakele kuqala yahlaziywa ngokulandela izihloko (thematically), kanti idata yakamuva yona kwenziwa uhlaziyo lwengqikithi (content analysis) ngayo. Ukwethula kanye nokuhlaziya imibono yababambiqhaza, kwabonwa izihloko (themes) ezisemqoka, phakathi kwazo kwaba nokungaqiniseki kahle ngendima edlalwa ngothisha abasuphavayisayo kwinqubo yokufundisa, kanye nezihibe ekusebenzeni ngokulandela inqubo yokufundisa.
Imiphumela iveze ukuthi isikhathi esifishane esibekiwe sokusebenzisa inqubo yokufundisa sibangele inselele esemqoka maqondana neqophelo loqeqesho olunikezwa izitshudeni zothisha. Akunamali elingene yokuthola imetheriyali yezinto zokufundisa kanye nokufunda, kanti futhi kunokungacaci kahle kanye nokungavumelani ngendima yothisha abasuphavayisayo kwinqubo yokufundisa, nakho lokhu kwabikwa. Ngisho noma imiphumela yocwaningo ihambelana nemisebenzi yangaphambilini, okutholakele okusemqoka kube wukuthi izitshudeni zothisha zikwazile ukukhombisa ukuqondisisa kwazo ngengqikithi yezifundo (subject matter), kodwa bezingenalwazi olwanele, namakhono ngemetodoloji yokufundisa. Ngokulandela ubufakazi obuqoqiwe bahlaziywa, umcwaningi uthole ukuthi inqubo yokufundisa yabathwebule izifundo eYunivesithi yaseZambiwa, abayisebenzisayo ezikoleni, ayisebenzi ngokufanele. Lolu cwaningo, luphethe ngezincomo zokushintsha lesi simo, esinye sazo wukuthi i-School of Education kumele sihlukaniswe namanye amafakhalthi, ukuze kusetshenziswe isikhathi esiningi kugxilwa kakhulu ekuqeqeshweni kothisha kanye nenqubo yokufundisa ezikoleni.<br>Ndi miṅwaha minzhi, maitele a u gudisa vhadededzi a tshi khou gudiwa nga vhuroṅwane na u haseledzwa nga zwitshavha zwa saintsi na zwa akademi u mona na ḽifhasi. Maṅwalwa a zwine zwa tea u itwa zwino o bvisela khagala uri, fhedzi, hu na vhaṱoḓisisi vha si gathi vho sengulusaho kufunzele kwa Zambia. Ngudo dza zwino dzo lwela u vhona u vhona u shuma ha mbekanyamushumo ya nḓowenḓowe dza u funza ine ya ṋekedzwa nga Yunivesithi ya Zambia, ho sedzwa u topola khaedu na u dzinginya zwine zwa tea u khwiṋiswa. Zwiito izwi zwo endedzwa nga mbudziso khulwane ya ṱhoḓisiso i tevhelaho: Nḓowenḓowe dza u funza dzine dza khou itwa ngei Yunivesithi ya Zambia dzi khou shuma u swika ngafhi, u lugisela vhadededzi uri vha kone u funza kha zwikolo zwa sekondari zwa Zambia?
Musi zwi khou ḓisendeka nga nyito dza murafho wa vhuraru wa kuvhonele kwa thyeori, ngudo dzo shumisa maitele a u sedza ndeme na thyeori ya nḓivho ya kuṱalutshedzele kwa zwi re ngomu. Sambula ya tshitshavha, ye ya nanguludzwa hu na ndivho, yo vha i na „zwigwada zwa vhathu nga vhararu‟ vha vhadededzi, matshudeni a gudelaho vhudededzi na vhalavhelesi vha zwa vhudededzi. Data yo kuvhanganywiwa nga kha inthaviwu, zwigwada zwo sedzwaho na fomo dza u ela ngudo, zwine nga murahu data yo wanalaho kha izwi zwivhili zwa u thoma ya kona u saukanywa u ya nga thero, ngeno data ya zwa u fhedzisela yo livhana na musaukanyo wa zwi re ngomu. U itela u ṋekedza na u saukanya mihumbulo ya vho dzhenelelaho ho topolwa thero dza ndeme, dzine khadzo ha vha na u timatima nga ha mushumo wa vhadededzi vha lavhelesaho kha nyito dza u funza, na zwithithisi zwa tshumiso ya nḓowenḓowe dza u funza.
Mawanwa o bvisela khagala uri tshifhinga tshipfufhi tsho ṋekedzwaho nḓowenḓowe dza u funza tsho ṋekedza khaedu khulwane maelana na ndeme ya vhugudisi vhune ha ṋekedzwa matshudeni a zwa vhudededzi. Masheleni a songo lingana a matheriaḽa wa u funza na u guda, na u shaya u bvela khagala na u tendelana kha mushumo wa vhadededzi vha lavhelesaho ndowenḓowe dza u funa, na zwone zwo vhigiwa. Musi vhunzhi ha mawaṅwa a ngudo a tshi elana na a mishumo ya u rangani, hu na mawanwa a kungaho a uri matshudeni vha zwa vhudededzi vho kona u sumbedzisa u ḓivha mafhungo a thero dzavho, fhedzi vha vha vha si na nḓivho yo linganaho ya zwikili, kha ngona dza u funza. Zwo ḓisendeka nga vhuṱanzi ho kuvhanganyiwaho na u saukanywa, muṱoḓisisi o wana uri nḓowenḓowe dza u funza dzine vhatelwadigirii vha Yunivesithi ya Zambia vha shumisa zwikoloni, a dzi tou shuma. Ngudo dzo khunyeledza uri hu vhe na themendelo dzo vhalaho dza u shandukisa nyimele ya zwithu, zwine zwa sia Tshikolo tsha zwa Pfunzo tshi tshi tea u fhandekanywa na miṅwe mihasho uri hu vhe na tshifhinga tshinzhi tsha vhugudisi na nḓowenḓowe dza u funza zwikoloni.<br>Curriculum and Instructional Studies<br>D. Phil. (Education)
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Zhong, Zhao-Yan, and 鍾兆炎. "A Case Study on Teaching Effectiveness of Teaching Evaluation System to Teaching in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pyhmx7.
Full textAbstract:
碩士<br>中原大學<br>教育研究所<br>106<br>The purpose of this study is to investigate the effectiveness of Teacher evaluation system in teaching effectiveness. In this study, a case study method was used to investigate the self-efficacy of three English teachers before and after teaching evaluation system, and then to understand the change of teachers'' teaching effectiveness by means of observation, interview and checklist. In order to understand the impact of effective teaching evaluation scale on teachers'' teaching effectiveness, and to serve as a reference for the future school teaching evaluation system.
According to the results of this study, the conclusions are as the following:
1. The introduction of teaching visual evaluation system in schools must be carried out effectively from top to bottom, so that the whole system can be implemented between teachers and students.
2. Teachers and visual instructors should trust, respect, cooperate and communicate with each other in order to achieve the maximum benefit.
3. The three English teachers have improved their teaching efficiency.
4. Through the system of teaching, the author thinks that the development of the professional of teachers should be promoted by the teaching of other people in the school .
5. Schools can give different evaluation according to teachers''experience and professional development in different course.